Using Curriculum-Based Measurement to Measure Response to ... · text. Creating customized interventions for each slow reader might quickly exhaust a school’s intervention resources

Using Curriculum-Based Measurement to Measure Response to Intervention Jim Wright Baldwinsville (NY) Central School District New York State Federation of the Council for Exceptional Children 2005 Annual Convention/Pre-convention Workshop Long Island Marriott, Melville, NY 27 October 2005

Jim Wright Assistant Director of Special Education Baldwinsville Central School District 29 East Oneida Street Baldwinsville, NY 13027 PH: 315.635.4570 FAX: 315.638.6187 Email: [email protected] Website: www.interventioncentral.org

Five Interventions that Work

Leadership Compass » Volume 2 Number 4, Summer 2005 » page(s) 4,6

by Jim Wright

The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students. Children who enter the primary grades with significant barriers to learning—such as gaps in their readiness skills—are at significantly higher risk of poor school performance than their non-struggling peers. Faced with limited resources, teachers and administrators must find imaginative ways to accommodate these difficult-to-teach students. Here are five suggestions schools can use in developing successful academic interventions. For skill problems, determine the student’s current phase of learning.A common misconception is that learning is a simple, one-step process in which the student moves from not knowing to knowing. In fact, the act of learning falls into three distinct phases of instructional hierarchy. Acquisition. The student has begun to learn the target skill but is not yet accurate or fluent. Fluency-building. The student can perform the target skill accurately but must put effort into increasing performance speed. Generalization. The student can now use the skill in new situations or settings where it is needed. Academic interventions are likely to be most effective when they match the student’s current phase of learning. Specific intervention strategies tied to the instructional hierarchy can be found at www.jimwrightonline.com/pdfdocs/instrhier.pdf. Adopt evidence-based intervention strategies. Academic interventions will have a higher chance of success if they are based on sound empirical research. With their many other responsibilities, however, teachers and principals can find it challenging to keep abreast of educational research into effective intervention techniques. The Web site Big Ideas in Beginning Reading is one excellent source for “best practice” reading interventions in the early grades. Sponsored by the University of Oregon’s Institute for the Development of Educational Achievement, it is built around the five big ideas in beginning reading—phonemic awareness, the alphabetic principle, fluency, vocabulary, and comprehension—and offers strategies for teaching each of them at www.reading.uoregon.edu/instruction/instruc_guide.php. Another source for empirically validated instructional strategies is the What Works Clearinghouse (www.w-w-c.org), sponsored by the U.S. Department of Education. Finally, Intervention Central (www.interventioncentral.org) contains a large number of research-based teacher intervention scripts that target reading fluency and comprehension, good study habits, improved student motivation, and other academic goals.

NAESP : Five Interventions that Work

CNYSEA Pre-Convention Workshop: 27 Oct 05 Page 2

Train staff to collect frequent progress-monitoring data. When teachers regularly measure the academic progress and behaviors of struggling learners, they quickly discover whether their academic interventions are successful. Curriculum-based measurement (CBM) is one widely used, classroom-friendly method for monitoring whether interventions result in improved academic skills. CBM assesses a student’s accuracy and speed in targeted basic academic areas such as reading fluency, math computation, writing, spelling, and pre-literacy skills. A large collection of CBM resources can be found online at www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml. Teachers also can measure the behavior of struggling learners on a daily basis by using classroom behavior report cards. These simple, convenient rating forms can help track a child’s work completion, attention to task, compliance with teacher directions, and other behaviors that influence learning. A free copy of the Classroom Behavior Report Card Resource Book, containing a number of ready-to-use report cards, can be downloaded from www.interventioncentral.org/htmdocs/interventions/behrptcd.shtml. Develop building-level intervention programs to address common academic concerns. Schools are often faced with large numbers of students with shared academic concerns. For example, there are many children in the early primary grades that have difficulty decoding text. Creating customized interventions for each slow reader might quickly exhaust a school’s intervention resources. One solution is to create a building-level intervention program to meet this need. For example, older children could tutor younger students by using simple, research-based techniques to boost their tutees’ reading fluency. Detailed training materials to start such a cross-age peer tutoring program can be downloaded at no cost from www.interventioncentral.org/htmdocs/interventions/rdngfluency/prtutor.shtml. Establish a building intervention team. A very effective way to promote quality interventions is to establish a building intervention team. Made up of teachers and support staff, the intervention team can help referring teachers design feasible strategies for struggling students. Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and assist busy teachers in carrying out intervention plans. Free training materials for one highly successful intervention team model can be accessed at www.interventioncentral.org/htmdocs/interventions/sbit.shtml.

Jim Wright is a special education administrator and creator of the Intervention Central Web site. His e-mail address is [email protected].

NAESP : Five Interventions that Work


Administration of CBM reading probes The examiner and the student sit across the table from each other. The

examiner hands the student the unnumbered copy of the CBM reading passage. Theexaminer takes the numbered copy of the passage, shielding it from the student'sview.

The examiner says to the student:

When I say, 'start,' begin reading aloud at the top of this page.Read across the page [demonstrate by pointing]. Try to read eachword. If you come to a word you don't know, I'll tell it to you.Be sure to do your best reading. Are there any questions?

[Pause] Start.

The examiner begins the stopwatch when the student says the first word. If thestudent does not say the initial word within 3 seconds, the examiner says the wordand starts the stopwatch. As the student reads along in the text, the examinerrecords any errors by marking a slash (/) through the incorrectly read word. If thestudent hesitates for 3 seconds on any word, the examiner says the word and marksit as an error. At the end of 1 minute, the examiner says, Stop and marks thestudent's concluding place in the text with a bracket ( ] ).

Scoring Reading fluency is calculated by first determining the total words attempted

within the timed reading probe and then deducting from that total the number ofincorrectly read words.

The following scoring rules will aid the instructor in marking the reading probe:

Words read correctly are scored as correct: --Self-corrected words are counted as correct. --Repetitions are counted as correct. --Examples of dialectical speech are counted as correct. --Inserted words are ignored.

Mispronunciations are counted as errors.

ExampleText: The small gray fox ran to the cover of the trees.Student: "The smill gray fox ran to the cover of the trees."

Substitutions are counted as errors.


ExampleText: When she returned to the house, Grandmother called for Franchesca.Student: "When she returned to the home, Grandmother called for

Franchesca.

Omissions are counted as errors.

ExampleText: Anna could not compete in the last race.Student: "Anna could not in the last race."

Transpositions of word-pairs are counted as 1 error.

ExampleText: She looked at the bright, shining face of the sun.Student: "She looked at the shining bright face of the sun."

Words read to the student by the examiner after 3 seconds have gone by are counted as errors.


CBA Reading Probes: Harcourt Brace Signatures Series Book 4-1 Rare Finds

Special Education Department Syracuse City School District Syracuse, NY

One hundred years ago in Paris, when theaters and music halls

drew traveling players from all over the world, the best place to

stay was at the widow Gateau’s, a boardinghouse on English

Street. Acrobats, jugglers, actors, and mimes from as far away

as Moscow and New York reclined on the widow’s feather

mattresses and devoured her kidney stews. Madame Gateau

worked hard to make her guests comfortable, and so did her

daughter, Mirette. The girl was an expert at washing linens,

chopping leeks, paring potatoes, and mopping floors. She was

a good listener too. Nothing pleased her more than to overhear

the vagabond players tell of their adventures in this town and

that along the road.

11

23

33

43

53

61

72

82

91

102

113

117

Harcourt Brace Signatures Series 1999 Level 4-1 Rare Finds

Mirette on the High Wire pp. 87




One hundred years ago in Paris, when theaters and music halls

drew traveling players from all over the world, the best place to

stay was at the widow Gateau’s, a boardinghouse on English

Street. Acrobats, jugglers, actors, and mimes from as far away

as Moscow and New York reclined on the widow’s feather

mattresses and devoured her kidney stews. Madame Gateau

worked hard to make her guests comfortable, and so did her

daughter, Mirette. The girl was an expert at washing linens,

chopping leeks, paring potatoes, and mopping floors. She was

a good listener too. Nothing pleased her more than to overhear

the vagabond players tell of their adventures in this town and

that along the road.


Mirette on the High Wire pp. 87




Someone is lost in the woods. He might be hurt, or the weather

could turn bad. It is important to find him as fast as possible.

But he didn’t follow a trail, and footprints don’t show on the

forest floor. What to do? Call in the search and rescue dogs.

Dogs have a very fine sense of smell. They can find people lost

by following their scents, because each person has his or her

own, unique scent. Panda is a Newfoundland dog trained to

locate lost people. She and her owner, Susie Foley, know how

to search through the woods, under the snow, or in the water.

13

26

38

50

63

74

84

95

107


Hugger to the Rescue pp. 143-144




Someone is lost in the woods. He might be hurt, or the weather

could turn bad. It is important to find him as fast as possible.

But he didn’t follow a trail, and footprints don’t show on the

forest floor. What to do? Call in the search and rescue dogs.

Dogs have a very fine sense of smell. They can find people lost

by following their scents, because each person has his or her

own, unique scent. Panda is a Newfoundland dog trained to

locate lost people. She and her owner, Susie Foley, know how

to search through the woods, under the snow, or in the water.


Hugger to the Rescue pp. 143-144




In the busy rain forest of Malaysia, a grasshopper leaps into a

spray of orchids. Suddenly, one of the “flowers” turns on the

grasshopper. An orchid mantis, with wings like petals, grips it

tightly. For the grasshopper, there will be no escape. The

orchid mantis is a master of camouflage – the art of hiding while

in plain sight. Camouflage enables predators like the orchid

mantis to hide while they lie in wait for their prey. For other

animals, camouflage is a method of protection from their

enemies. Animals blend into the background in several ways.

Their colors and patterns may match their surroundings.

12

23

33

43

55

64

77

86

95

103


Hiding Out pp. 270




In the busy rain forest of Malaysia, a grasshopper leaps into a

spray of orchids. Suddenly, one of the “flowers” turns on the

grasshopper. An orchid mantis, with wings like petals, grips it

tightly. For the grasshopper, there will be no escape. The

orchid mantis is a master of camouflage – the art of hiding while

in plain sight. Camouflage enables predators like the orchid

mantis to hide while they lie in wait for their prey. For other

animals, camouflage is a method of protection from their

enemies. Animals blend into the background in several ways.

Their colors and patterns may match their surroundings.


Hiding Out pp. 270


Table 1: Sample Estimates of ‘Typical’ CBM Instructional Reading Levels By Grade

Shapiro (1996)

Milwaukee Public Schools (Winter 2000-2001 Local Norms)

Grade

CRW Per Min

Reading Errors

CRW Per Min for Students in 25th-75th Percentile

1……. 40-60 Fewer than 5 22-64 2……. 40-60 Fewer than 5 36-78 3……. 70-100 Fewer than 7 47-88 4……. 70-100 Fewer than 7 60-104 5……. 70-100 Fewer than 7 77-121 6……. 70-100 Fewer than 7 95-146

Student Name: ____________________________ Grade/Classroom: ________________________________ Reading Skill Level: _________________________ Best Time(s) for CBM Monitoring: ______________________

Step 1: Conduct a Survey-Level Assessment: Use this section to record the student’s reading rates in progressively more difficult material.

Step 2: Compute a Student Reading Goal 1. At what grade or book level will the student be monitored?

(Refer to results of Step 1:Survey-Level Assessment) _______________________________________

2. What is the student’s baseline reading rate (# correctly read words per min)? ________CRW Per Min

3. When is the start date to begin monitoring the student in reading? _____ / _____ / _____

4. When is the end date to stop monitoring the student in reading? _____ / _____ / _____

5. How many instructional weeks are there between the start and end dates? (Round to the nearest week if necessary): _______ Instructional Weeks

6. What do you predict will be the student’s average increase in correctly read words per minute will be for each instructional week of the monitoring period? (See Table 2): _________ Weekly Increase in CRW Per Min

7. What will the student’s predicted CRW gain in reading fluency be at the end of monitoring? (Multiply Item 5 by Item 6): ______________

8. What will the student’s predicted reading rate be at the end of the monitoring period? (Add Items 2 & 7): ______ CRW Per Min

Date:_______ Book/Reading Level: ____________ TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

Date:_______ Book/Reading Level: ____________

TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

Student Record Form: Curriculum-Based Measurement: Oral Reading Fluency

References Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48. Shapiro, E.S. (1996). Academic skills problems: Direct assessment and intervention. New York: Guilford Press.


CBM Student Record Form: Oral Reading Fluency 2

Jim Wright [email protected] www.interventioncentral.org

Table 2: Predictions for Rates of Reading Growth by Grade (Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993) Increase in Correctly Read Words Per Minute for Each Instructional Week

Grade Level

Realistic Weekly Goal

Ambitious Weekly Goal

Grade 1 2.0 3.0 Grade 2 1.5 2.0 Grade 3 1.0 1.5 Grade 4 0.85 1.1 Grade 5 0.5 0.8 Grade 6 0.3 0.65

Student Name: ____________________________________________ Grade/Classroom: ______________________________


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

Step 3: Complete CBM Progress-Monitoring Weekly or More Frequently: Record the results of regular monitoring of the student’s progress in reading fluency.

Step 2: Collect Baseline Data: Give 3 CBM reading assessments within a one-week period using monitoring-level probes.


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

Date:_______ Book/Reading Level: ____________ TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

6.

8.

9.

10.

11.


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

1.

2.


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

3.

7. Base

line

1 Ba

selin

e 2

Base

line

3


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

4.


TRW E CRW %CRW A. ______ ______ ______ ______ B. ______ ______ ______ ______ C. ______ ______ ______ ______

5.

12.


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Curriculum-Based Assessment Wordlist: Student Copy

Student: Date: ____________________

Class: __________________________ Correct Items:_____ Total Items Attempted:______

like said brown find

eight long carry who

fast any cut us

thank hurt pull big

so draw take much

which my down the

why put be please

after read am from


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Curriculum-Based Assessment List: Examiner Copy

This answer key contains 32 items from the following assessment list(s):

l Dolch Words

Item 1

like||

Item 2

said||

Item 3

brown||

Item 4

find||

4/4

Item 5

eight||

Item 6

long||

Item 7

carry||

Item 8

who||

4/8

Item 9

fast||

Item 10

any||

Item 11

cut||

Item 12

us||

4/12

Item 13

thank||

Item 14

hurt||

Item 15

pull||

Item 16

big||

4/16

Item 17

so||

Item 18

draw||

Item 19

take||

Item 20

much||

4/20

Item 21

which||

Item 22

my||

Item 23

down||

Item 24

the||

4/24

Item 25

why||

Item 26

put||

Item 27

be||

Item 28

please||

4/28

Item 29

after||

Item 30

read||

Item 31

am||

Item 32

from||

4/32


Curriculum-Based Assessment Progress-Monitoring Data Recording Sheet

Wordlist Identification: ________________ Student Name: ________________Student Name: ________________

Grade/Classroom:_____________________Grade/Classroom:_____________________

Missed Words/Notes

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

Date:_______

TRW:______

E:______

CRW: ______

%CRW:______

TRW= Total Read Words E=Errors CRW=Correctly Read Words %CRW=Percent Accuracy (CRW/TRW)


Administration of CBM math probes The examiner distributes copies of one or more math probes to all the

students in the group. (Note: These probes may also be administered individually).The examiner says to the students:

The sheets on your desk are math facts.

If the students are to complete a single-skill probe, the examinerthen says: All the problems are [addition or subtraction ormultiplication or division] facts.

If the students are to complete a multiple-skill probe, theexaminer then says: There are several types of problems on thesheet. Some are addition, some are subtraction, some aremultiplication, and some are division [as appropriate]. Look ateach problem carefully before you answer it.

When I say 'start,' turn them over and begin answering theproblems. Start on the first problem on the left on the top row[point]. Work across and then go to the next row. If you can'tanswer the problem, make an 'X' on it and go to the next one. Ifyou finish one side, go to the back. Are there any questions?

Say, Start. The examiner starts the stopwatch.

While the students are completing worksheets, the examinerand any other adults assisting in the assessment circulate aroundthe room to ensure that students are working on the correctsheet, that they are completing problems in the correct order(rather than picking out only the easy items), and that they havepencils, etc.

After 2 minutes have passed, the examiner says Stop. CBMmath probes are collected for scoring.

ScoringThe following scoring rules will aid the instructor in marking single- and multiple-skill math probes:

Individual correct digits are counted as correct.--Reversed or rotated digits are not counted as errors unless their change in position makes them appear to be another digit (e.g., 9 and 6).

Incorrect digits are counted as errors.--Digits which appear in the wrong place value, even if otherwise correct, are scored as errors.


Example: 97 x 9 8730

The student is given credit for "place-holder" numerals that are included simply to correctly align the problem. As long as the student includes the correct space, credit is given whether or not a "0" has actually been inserted.

Example: 55 x 82 110 4400 4510

In more complex problems such as advanced multiplication, the student is given credit for all correct numbers that appear below the line.

Example: 33 x 28 264 660 924

Credit is not given for any numbers appearing above the line (e.g., numbers marked at the top of number columns to signify regrouping).

Example: 1 46 + 39 85

Credit is given for all work below the line. In this example, the student earns credit for 9 correct digits.

Credit is given for the 2 digits below the line. However, the carried "1" above the line does not get credit.

"873" is the correct answer to this problem, but no credit can be given since the addition of the 0 pushes the other digits out of their proper place- value positions.

Since the student correctly placed 0 inthe "place-holder" position, it is given credit as a correct digit. Credit would also have been given if the space were reserved but no 0 had been inserted.


Appendix D: Computational Goals

CBM Workshop Manual Jim Wright Appendix D-1

APPENDIX D: List of computational goals

COMPUTATIONAL GOALS OF MATH CURRICULUM (ADAPTED FROM SHAPIRO, 1989)

The computational skills listed below are arranged in ascending order of difficulty. Please identify(1)the skills which you have instructed in the classroom, (2) the skills that the student has mastered, and(3) the skills with which the student is currently having difficulty.

MASTERED : Place a check under the M column indicating the skills which the student has mastered.

INSTRUCTED : Place a check under the I column indicating the skills which you have instructed.

DIFFICULTY : Place a check under the D column indicating the skills with which the student is havingdifficulty.

M I D Grade 1

__ __ __ 1. Add two one-digit numbers: sums to 10.__ __ __ 2. Subtract two one-digit numbers: combinations to 10.

Grade 2

__ __ __ 3. Add two one-digit numbers: sums 11 to 19.__ __ __ 4. Add a one-digit number to a two-digit number--no regrouping.__ __ __ 5. Add a two-digit number to a two-digit number--no regrouping.__ __ __ 6. Add a three-digit number to a three-digit number--no regrouping.__ __ __ 7. Subtract a one-digit number from a one- or two-digit number:

combinations to 18.__ __ __ 8. Subtract a one-digit number from a two-digit number--no regrouping.__ __ __ 9. Subtract a two-digit number from a two-digit number--no regrouping.__ __ __ 10. Subtract a three-digit number from a three-digit number--no

regrouping.__ __ __ 11. Multiplication facts--0's, 1's, 2's.

Grade 3

__ __ __ 12. Add three or more one-digit numbers.__ __ __ 13. Add three or more two-digit numbers--no regrouping.__ __ __ 14. Add three or more three- and four-digit numbers--no regrouping.__ __ __ 15. Add a one-digit number to a two-digit number with regrouping.__ __ __ 16. Add a two-digit number to a two-digit number with regrouping.__ __ __ 17. Add a two-digit number to a three-digit number with regrouping

from the units to the tens column only.__ __ __ 18. Add a two-digit number to a three-digit number with regrouping

from the tens to the hundreds column only.__ __ __ 19. Add a two-digit number to a three-digit number with regrouping

from the units to the tens column and from the tens to the hundredscolumn.

__ __ __ 20. Add a three-digit number to a three-digit number with regrouping from the units to the tens column only.

__ __ __ 21. Add a three-digit number to a three-digit number with regroupingfrom the tens to the hundreds column only.




M I D

__ __ __ 22. Add a three-digit number to a three-digit number with regrouping from the units to the tens column and from the tens to the hundredscolumn.

__ __ __ 23. Add a four-digit number to a four-digit number with regrouping in one to three columns.

__ __ __ 24. Subtract two four-digit numbers-no regrouping.__ __ __ 25. Subtract a one-digit number from a two-digit number with

regrouping.__ __ __ 26. Subtract a two-digit number from a two-digit number with

regrouping.__ __ __ 27. Subtract a two-digit number from a three-digit number with

regrouping from the units to the tens column only.__ __ __ 28. Subtract a two-digit number from a three-digit number with

regrouping from the tens to the hundreds column only.__ __ __ 29. Subtract a two-digit number from a three-digit number with

regrouping from the units to the tens column and from the tens to the hundreds column.

__ __ __ 30. Subtract a three-digit from a three-digit number with regrouping from the units to the tens column only.

__ __ __ 31. Subtract a three-digit number from a three-digit number with regrouping from the tens to the hundreds column only.

__ __ __ 32. Subtract a three-digit number from a three-digit number withregrouping from the units to the tens column and from the tens to the hundreds column.

__ __ __ 33. Multiplication facts--3 to 9.

Grade 4

__ __ __ 34. Add a five- or six-digit number to a five- or six-digit number withregrouping in any columns.

__ __ __ 35. Add three or more two-digit numbers with regrouping.__ __ __ 36. Add three or more three-digit numbers with regrouping

with regrouping in any columns.__ __ __ 37. Subtract a five- or six-digit number from a five- or six-digit

number with regrouping in any columns.__ __ __ 38. Multiply a two-digit number by a one-digit number with no

regrouping.__ __ __ 39. Multiply a three-digit number by a one-digit number with no

regrouping.__ __ __ 40. Multiply a two-digit number by a one-digit number with no

regrouping.__ __ __ 41. Multiply a three-digit number by a one-digit number with regrouping.__ __ __ 42. Division facts--0 to 9.__ __ __ 43. Divide a two-digit number by a one-digit number with no remainder.__ __ __ 44. Divide a two-digit number by a one-digit number with remainder.__ __ __ 45. Divide a three-digit number by a one digit number with remainder.__ __ __ 46. Divide a four-digit number by a one-digit number with remainder.




M I D Grade 5

__ __ __ 47. Multiply a two-digit number by a two-digit number with regrouping.__ __ __ 48. Multiply a three-digit number by a two-digit number with

regrouping.__ __ __ 49. Multiply a three-digit number by a three-digit number with

regrouping.

List of computational goals taken from Shapiro, Edward S. (1989). Academicskills problems: Direct assessment and intervention. New York: GuilfordPress.


www.interventioncentral.org

Curriculum-Based Assessment MathematicsMultiple-Skills Computation Probe: Student Copy

Student: Pupil Appraisal Personnel Summer Institute

Date: ____________________

663+ 208+ 628+ 411

|||||

23/4439 |

||||

2213x 12 |

||||

36,841-15,765 |

||||

290+ 731+ 672

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68/1496 |

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www.interventioncentral.org

Curriculum-Based Assessment MathematicsMultiple-Skills Computation Probe: Examiner Copy

Item 1:4 CD/4 CD TotalADDITION: Three to five 3-digit numbers: Regrouping in any column

663+208+628+4111910

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Item 2:16 CD/20 CD TotalDIVISION: 4-digit number divided by 2-digit number: no remainder

193 23/4439

-23 213-207 69 -69 0

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Item 3:14 CD/34 CD TotalMULTIPLICATION: 4-digit number times 2-digit number: no regrouping

2213x 124426

2213-26,556

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Item 4:5 CD/39 CD TotalSUBTRACTION: 5-digit number from a 5-digit number: regrouping from 1's & 10's columns

36,841- 15,765

21,076

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Item 5:4 CD/43 CD TotalADDITION: Three to five 3-digit numbers: Regrouping in any column

290+731+6721693

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Item 6:12 CD/55 CD TotalDIVISION: 4-digit number divided by 2-digit number: no remainder

22 68/1496

-136 136 -136 0

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Math Computation Student Name: ________________Student Name: ________________


q SingleSingle--Skill WorksheetSkill Worksheet q MultipleMultiple--Skill WorksheetSkill Worksheet

Computation Skill(s) Assessed:Computation Skill(s) Assessed: __________________________________________________________________________

Notes/Comments Date:_______

TD:______

E:______

CD: ______

%CD:______

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Date:_______

TD:______

E:______

CD: ______

%CD:______

TRW= Total Digits E=Errors CD=Correct Digits %CD=Percent Accuracy (CD/TD)


Administration of CBM writing probes The examiner distributes copies of CBM writing probes to all the students in

the group. (Note: These probes may also be administered individually). Theexaminer says to the students:

I want you to write a story. I am going to read a sentence to youfirst, and then I want you to write a short story about whathappens. You will have 1 minute to think about the story youwill write and then have 3 minutes to write it. Do your bestwork. If you don't know how to spell a word, you should guess.Are there any questions?

For the next minute, think about . . . [insert story-starter]. Theexaminer starts the stopwatch.

At the end of 1 minute, the examiner says, Start writing.

While the students are writing, the examiner and any otheradults helping in the assessment circulate around the room. Ifstudents stop writing before the 3-minute timing period hasended, monitors encourage them to continue writing.

After 3 additional minutes, the examiner says, Stop writing. CBM writing probes are collected for scoring.

Scoring 4. Correct Writing Sequences--

Ît^was^dark^.^Nobody^

could seen the^treesôf

^the forrest.

Since the first word is correct, it is marked as a correct writing sequence.

Because the period is considered essentialpunctuation, it is joinedwith the wordsbefore and after it to make2 correct writing sequences.

Grammatical or syntactical errors arenot counted .

Misspelled words are not counted.

Fig. 2.13: An illustration of selected scoring rules for correct writing sequences.


The following scoring rules will aid the instructor in determining correct writingsequences:

Correctly spelled words make up a correct writing sequence (reversed letters are acceptable, so long as they do not lead to a misspelling):

Example

Îs^thatâ^red^car^?

Necessary marks of punctuation (excluding commas) are included in correctwriting sequences:

Example


Syntactically correct words make up a correct writing sequence:

Example


Îs^thatâ^car red?

Semantically correct words make up a correct writing sequence:

Example


Îs^thatâ read car^?

If correct, the initial word of a writing sample is counted as a correct writingsequence:

Example



Titles are included in the correct writing sequence count:

Example

^The^Terrible^Day

With the exception of dates, numbers written in numeral form are notincluded in the correct writing sequence count:

Example

^The 14 soldiers^waitedîn^the^cold^.^The^crashôccurredîn^1976^.


CBA Writing Probe Name ___________________ Grade/Classroom _____ Date ______ One day I went out on a boat into the open ocean. I was all alone in the boat. Suddenly astorm blew in and carried me off to a desert island. Then... ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ [Total Wds____] [# Correctly Spelled Wds ____] [#Correct Writing Sequences____]



Writing/Total Writing Sequences: ________________ Student Name: ________________Student Name: ________________


Notes/Comments

Date:_______

TWS:______

E:______

CWS: ______

%CWS:______

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%CWS:______

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%CWS:______

TWS= Total Writing Sequences E=Errors CWS=Correct Writing Sequences %CWS=Percent Accuracy (CWS/TWS)


M T W T F M T W T F M T W T F M T W T F M T W T F M T W T F M T W T F M T W T F M T W T F M T W T F M T W T F M T W T F

20

Cor

rect

ly R

ead

Wor

ds P

er M

inut

e

40

60

80

100

120

140

Student: _____________________ Classrm/Grade: ________________ Monitoring Level: ____________

0 BASELINE

Inst

r’l 1

-2

Frus

tratio

nal

1-2

Mas

tery

1-2

Fr

ustra

tiona

l 3+

In

str’l

3+

Mas

tery

3+

Reading 140-12 ©2003 Jim Wright www.interventioncentral.org Instructional Days

WEEK 1 ___-___

BASELINE ______-____

WEEK 2 ___-___

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___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ______-____

(Nor

ms

from

Sha

piro

, 199

6)


Cor

rect

Dig

its P

er 2

Min

utes

: Pro

blem

Typ

e(s)

:___

____

____

____

____

___ Student: _____________________ Classrm/Grade: _____________________ Monitoring Level: ____________

Inst

r’l 1

-3

Frus

tr’l 1

-3

Mas

tery

1-3

Fr

ustra

itiona

l 4+

Inst

ruct

iona

l 4+

Mas

tery

4+

Math 80-12 ©2003 Jim Wright www.interventioncentral.org


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0 BASELINE

80

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___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ______-____

Instructional Days

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ms

from

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piro

, 199

6)


Student: _____________________ Classrm/Grade: _____________________ Monitoring Level: ____________

Writing 80-12 ©2003 Jim Wright www.interventioncentral.org

1st GR /15 Wds

2nd GR/28 Wds

3rd GR/37 Wds

4th GR/41 Wds

5th GR/49 Wds

6th GR/53 Wds

Writing Norms (# Correct Spellings)

W

ritin

g Sa

mpl

e Pe

r 3 M

inut

es: __

_Tot

al W

ords

___

#Cor

rect

ly S

pelle

d W

ords

__

_# C

orre

ct W

ritin

g Se

quen

ces

___

#Cor

rect

Pun

ctua

tion


10

20

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0 BASELINE

80

WEEK 1 ___-___


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___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ___-___ ______-____

Instructional Days

(Nor

ms

from

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piro

, 199

6)


Be

havi

or/S

kill

to M

easu

re: _

____

____

____

____

____

____

__ Student: _____________________ Classrm/Grade: _____________________ Monitoring Level: ____________

Blank 140-12 ©2003 Jim Wright www.interventioncentral.org


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0 BASELINE

Instructional Days

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Documents

Using Curriculum-Based Measurement to Measure Response to ... · text. Creating customized interventions for each slow reader might quickly exhaust a school’s intervention resources